The exit slips from the IRA presentation, Please feel free to add comments or ask questions. I would like to see this conversation continue:
- Vocabulary development is important and a good starting point
- Websites that have literacy resources
- Bibliography of literacy links
- Teacher Resources- I will add to this as I find some of my resource lists
- Student Resources- Lots of things to add here. I think it would be interesting to break this down into smaller catagories and ?share others ideas.
- Picture Books- I have a long list of picture books that work well with math and will be glad to send you the list if you email me.
- How does inferring fit into the CMCL program.- Inferring is one of the processes used in reading comprehension. The model provides several strategies that specifically develop inference skills (i.e. using political cartoons to make inferrences, using photos to make inferences about the era)
- Math has/is reading- I love the working definition of reading is making meaning, and in that sense YES math involves all kinds of reading.
- What are the ten strategies started in the CMCL?
- Vocabulary Development- Frayer Model, Interactive Word Wall
- Reading Comprehension- Main idea/detail frame, Anticipation guide
- Writing to learn- Double entry organizer, admit/exit slips
- Writing to demonstrate- Writing wheel
- Fluency- Choral Reading
- Academic Dialogue- Cafe Conversation, Think/Pair/Share
- Why wasn't this longer? Thank you for that comment! We could have gone longer, and we appreciate everyone who stayed late with us.
- Metacognition is an important component to teaching students how to use processes/strategies
- Can I do this (work with my math teachers)? That's a great question. I would be glad to help you think through a systemic approach to working with them.
- Meet math teachers where they are!
- Plan from there
- Be persistent
- Celebrate!
- How do I help teachers see the importance of being deliberate, selective, and repetitive in the use of strategies? Great question! I look forward to hearing how others are attacking this challenging question.
- Gradual Release of Responsibility
- Transparency in teaching concepts and processes
- Authentic Experiences and relevant contexts
- How many of these strategies can be used to differentiate instruction for striving and accelerated learners? Wow great question. I personally think all of these strategies can be adapted and look forward to reading others thoughts.
- Students need to emphasize verbal reasoning as well as computation
- Teachers need a lot of support from their coaches!
- What data and research that proves literacy works in math? I refer you to the National Mathematics Advisory Panel report on instruction. There are no research reports that deal specifically with literacy in mathematics, but in the report that is based totally on research the panel recommends the inclusion of reading, writing, and speaking/listening. I would be very glad to look into a research project with interested schools that looks at the impact of literacy practices in mathematics classrooms and attempts to measure their impact on student learning. I think it would be a very valuable and well received project if anyone is interested in pursuing it.
- Implementing David's individual conference record sheet with teachers! I am attaching a copy of that form. I agree it is a great coaching tool that helps teachers analyze their needs/goals, creates a well supported plan to address those goals, and incorporates a set of expectations. With the support of administration, it can become a cornerstone to coaching success with some teachers.
TEACHER SAMPLE -- Individual Conference Record Sheet.doc- Details
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- How to incorporate literacy strategies without having a deep understanding of the content? That's the plight of many literacy coaches. It's important to start the conversation with the teachers to identify what they want to focus their efforts on (i.e. note taking, most math teachers will acknowledge that they have students take a lot of notes, but they don't use many strategies to support their effective use of note taking). Work with the teacher to identify what they currently do, how effective they think it is, and what they would like to see happen with those tools (this is an iteresting issue b/c many teachers aren't exactly sure what they are looking for). The next steps involve exploring the best practices involved with that structure/process/routine and getting the teacher to commit to strategies that they are willing to try and intentionally support/integrate, reflect on the processes, and then adjust (not drop) to make the processes more effective. The trial period needs to be a significant amount of time at least a semester if not a full academic year. What are your thoughts?
- Go through problem with math teacher, talk about strategies that they used in the process
- How to get 'buy-in' from math teachers to even meet with me, so I can try these things? Very important question. I hope others can share what they have done to address this very important concern.
- How can I make staff development really meaningful for the math department? Another great question that I hope we can get some conversation started about. I look forward to hearing what you think.
- Prioritize my strategies for teacher in-service.